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How to learn Grade 4: English language arts

North Carolina academic standards: English language arts, Grade 4

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1. Language · Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness lev

  1. Domain Vocabulary Across Subject Areas: Acquire and use accurately academic and domain-specific vocabulary relevant to grade-level topics, including words that signal precise meaning in informational texts across subject areas
  2. Academic Vocabulary: Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects

2. Language

  1. Advanced Figurative Language: Understand and interpret figurative language, word relationships, and nuances in word meaning — including allusion, irony, pun, oxymoron, and extended metaphor — and distinguish between connotation and denotation when analysing or choosing words

3. Language · Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, word relationships, and consulting general an

  1. Vocabulary Strategies: Determine the meaning of unknown and multiple-meaning words and phrases using a flexible range of strategies — including context clues, Greek and Latin affixes and roots, reference materials, and verification of inferred meaning

4. Language · Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listenin

  1. Discussing and Questioning New Words: Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known

5. Language · Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the appropriate grade band conventions cont

  1. Revising and editing (age 7+): Evaluate and edit writing by assessing effectiveness, proposing changes to grammar and vocabulary for consistency, and proof-reading for spelling, grammar and punctuation errors at Y3-4 level

6. Speaking and Listening · Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

  1. Multimedia Presentations: Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes

7. Speaking and Listening · Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to tas

  1. Reporting & Recounting: Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace

8. Speaking and Listening · Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

  1. Identifying Reasons Behind a Speaker's Points: Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant
  2. Evaluating a Speaker's Argument: Summarise the points a speaker makes and explain how each claim is supported by reasons and evidence, evaluating the logic and relevance of the support

9. Speaking and Listening · Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

  1. Summarising Spoken and Media Presentations: Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally

10. Speaking and Listening · Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and pe

  1. Listening and responding: Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking
  2. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions
  3. Preparing for and Explaining in Discussions: Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion

11. Writing · Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

  1. Research & Note-Taking: Gather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources
  2. Research & Source Evaluation: Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail

12. Writing · Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

  1. Short Research Projects: Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes

13. Writing · Use digital tools and resources to produce and publish writing and to interact and collaborate with others.

  1. Sharing and Publishing Your Writing: Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing

14. Writing · Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  1. Narrative Writing: Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

15. Writing · Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

  1. Basic Informational Writing: Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
  2. Developed Informational and Explanatory Writing: Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary

16. Writing · Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

  1. Structured Opinion Writing: Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section
  2. Justifying Views About Texts: Provide reasoned justifications for views about texts, supporting interpretations and opinions with evidence and logical arguments
  3. Persuasive Writing: Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement

17. Reading Foundational Skills

  1. Reading with Expression and Accuracy: Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct

18. Reading Informational Text · Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

  1. Interpreting visual information in texts: Interpret information presented visually, orally, or quantitatively in informational texts (e.g., charts, graphs, diagrams, timelines, animations) and explain how it contributes to understanding the text

19. Reading Informational Text · Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  1. Combining information from texts: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably, combining and comparing what each source contributes

20. Reading Informational Text · Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

  1. How authors support their points: Explain how an author of an informational text uses reasons and evidence to support particular points, evaluating whether the reasoning is sound and the evidence is relevant and sufficient

21. Reading Informational Text · Assess how point of view, perspective, or purpose shapes the content and style of a text.

  1. Why the author wrote it: Distinguish one's own point of view from that of the author of an informational text and identify the author's purpose

22. Reading Informational Text · Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each o

  1. Structure of information texts: Describe the overall structure of an informational text (chronology, comparison, cause/effect, problem/solution) and explain how the author's chosen structure helps convey information and ideas
  2. Comparing Structure in Information Texts: Compare and contrast the overall structure of events, ideas, concepts, or information in two or more informational texts, identifying patterns such as chronology, comparison, cause/effect, or problem/solution

23. Reading Informational Text · Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

  1. Explaining Events & Ideas: Explain events, procedures, ideas, or concepts in an informational text, including what happened and why, by citing specific textual evidence about causes, effects, and steps in a process

24. Reading Informational Text · Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

  1. Main Topic & Key Details: Identify the main topic of a multi-paragraph informational text, determine the focus of specific paragraphs, and explain how key details support the main idea
  2. Summarising Non-Fiction Main Ideas: Determine two or more main ideas of an informational text and explain how they are supported by key details, then summarise the text without personal opinions

25. Reading Informational Text · Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusi

  1. Quoting Accurately from Texts: Quote accurately from literary and informational texts when explaining what the text says explicitly and when drawing inferences, using quotation marks and citations correctly

26. Reading Literature · Read and understand complex literary and informational texts independently and proficiently, connecting prior knowledge and experiences to text.

  1. Wide Independent Reading Across Genres: Read widely and independently across fiction and non-fiction — including whole novels, short stories, plays, poetry, and non-fiction from different genres, periods, and cultures — building stamina, breadth, and personal taste as a reader

27. Reading Literature · Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

  1. Comparing Books: Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts

28. Reading Literature · Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

  1. Text & Media Connections: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions from the text

29. Reading Literature · Assess how point of view, perspective, or purpose shapes the content and style of a text.

  1. Narrator's Point of View: Compare and contrast the point of view from which different stories are narrated, including distinguishing between first-person and third-person narration and explaining how the narrator's perspective shapes the reader's understanding
  2. Different viewpoints in texts: Describe how a narrator's or speaker's point of view influences how events are described, recognising the difference between limited and omniscient narration and how perspective shapes storytelling

30. Reading Literature · Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and

  1. Poems, Drama & Prose: Explain major differences between poems, drama, and prose, identifying structural elements unique to each form: verse, rhythm, and meter in poetry; cast of characters, dialogue, and stage directions in drama; chapters and paragraphs in prose

31. Reading Literature · Interpret words and phrases as they are used in a text and analyze how specific word choices shape meaning or tone.

  1. Author's word choices: Recognise how an author's deliberate choices — of words, structure, tone, and perspective — create particular effects on you as a reader

32. Reading Literature · Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

  1. Explaining Relationships in Texts: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical texts based on specific information
  2. Comparing Characters, Settings and Events: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details about how characters interact, settings influence action, or events connect

33. Reading Literature · Determine central ideas (RI) or themes (RL) of a text and analyze their development; summarize the key supporting details and ideas.

  1. Finding Theme and Summarising: Determine the theme of a story, drama, or poem from details in the text, and provide an objective summary that captures the key events without personal opinions

34. Reading Literature · Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions draw

  1. Literary Evidence in Writing: Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature

35. READING: LITERATURE

  1. Discussing Texts as a Group: Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities